國小資優教師對過度激動與注意力不足過動症之特質區別與輔導經驗

Elementary School Gifted Teachers' Experience in Distinguishing and Counseling for Overexcitability and Attention Deficit/Hyperactivity Traits

由於注意力不足過動症（Attention deficit hyperactivity disorder, ADHD）與資優過度激動特質重疊，有一定比例的資優兒童被誤判為ADHD兒童，導致資優教育需求未能得到妥善的輔導與相關服務；更嚴重的是，錯誤研判，將導致資優兒童產生自我認同危機。
第一作者即親歷此成長經驗，曾被誤判為ADHD，亦深知這樣的錯誤區辨對資優兒童造成的發展危機，因此透過本研究以半結構質性訪談蒐集資料，既而以紮根理論為基礎進行編碼歷程，藉以探討國小在職資優教師對於資優過度激動特質與ADHD特質的區辨與研判經驗，並且了解資優教師對資優ADHD兒童的因應與輔導策略。
經研究與訪談整理分析，現場資優教師皆表示過度激動特質的確是影響教師區辨資優學生與ADHD學生的主要因素。然而，除了對於過度激動特質與ADHD特質有透徹的了解外，現場資優教師亦表示透過觀察學生問題行為的動機，亦對特質區辨有幫助。最後，針對同時具有資優特質與ADHD特質的雙重殊異學生，現場資優教師普遍提到使用「區分性」的課程設計與教學設計，方能使資優ADHD學生雙邊的特殊需求皆被接住並予以妥善回應。

The psychological overexcitability trait overlaps partially with the traits of Attention Deficit Hyperactivity Disorder (ADHD), including high activity levels and reduced sleep needs. However, according to domestic and international literature, due to the overlap between ADHD and the overexcitability traits of gifted individuals, there is a certain proportion of gifted children being mistakenly identified as ADHD children, and the educational needs of these gifted individuals often go unaddressed. Such misjudgments may lead to a potential crisis in the self identity of misidentified gifted children.
As the researcher have relevant personal growth experiences and deeply understand the developmental crisis caused by such misidentifications in gifted children. Therefore, through this qualitative interview study aims to explore the experiences of in-service elementary school teachers specializing in gifted education in distinguishing and assessing the overexcitability traits and ADHD traits among gifted students. Additionally, the study seeks to understand the coping and instructional approaches employed by these teachers for gifted ADHD children. The hope is that this research can serve as a reference for future psychologists, researchers, and on-site teachers in assessing the behavioral traits of gifted children, ultimately reducing the likelihood of misidentifying gifted children as ADHD and ensuring they receive appropriate gifted education services.